【文化與學習講座】12/21(四)林孜蓉(俄亥俄州立大學教育研究系教授)：Critical-Analytic, Social-Emotional, and Civic Development in Collaborative
【講題】Critical-Analytic, Social-Emotional, and Civic Development in Collaborative Discussion
【講者】林孜蓉教授
【時間】12月21日 (星期四) 下午 15:30 - 17:20
【地點】本校第二綜合大樓B側4樓410視訊會議室
【備註】所外人士可至現場聆聽，或觀看本所「有梗學習粉絲頁」之直播，謝謝。
【講者簡介】
Name: Dr. Tzu-Jung Lin.
Position: Professor of Educational Psychology, Department of Educational Studies, The Ohio State University.
Research Focus: Classroom learning and instruction, especially discussion-based instruction's role in student learning and development.
Educational Background: Ph.D. in Educational Psychology, University of Illinois; M.S. in Applied Statistics, University of Illinois; M.S. in Industrial Engineering and Management, National Chiao Tung University, Taiwan; B.B.A. in Management Science, National Chiao Tung University, Taiwan.
Editorial Roles: Serves on editorial boards of The Journal of Educational Psychology and Contemporary Educational Psychology.
Key Achievements: Recognized for contributions in educational psychology, including research on argumentative writing, impact of COVID-19 on gifted students, and blended learning strategies development.
【演講摘要】
Rooted in social constructivist theories, collaborative discussion has been known for its effectiveness in promoting deep learning. However, research in this field seldom considers non-cognitive impacts that students may as well experience when coming together to reason about complex, ambiguous issues. My decade-long program of research reveals that, when a collaborative discussion is purposefully and meaningfully designed, it can function as a social engine to interweave cognitive and non-cognitive processes that lead to multifaceted development. In this presentation, I will illustrate how my research team designed, tailored, and implemented collaborative discussions in upper elementary and middle classrooms to promote students’ critical-analytic, social-emotional, and civic development. The mechanisms of learning underlying collaborative discussions and practical implications will be discussed.
【講者】林孜蓉教授
【時間】12月21日 (星期四) 下午 15:30 - 17:20
【地點】本校第二綜合大樓B側4樓410視訊會議室
【備註】所外人士可至現場聆聽，或觀看本所「有梗學習粉絲頁」之直播，謝謝。
【講者簡介】
Name: Dr. Tzu-Jung Lin.
Position: Professor of Educational Psychology, Department of Educational Studies, The Ohio State University.
Research Focus: Classroom learning and instruction, especially discussion-based instruction's role in student learning and development.
Educational Background: Ph.D. in Educational Psychology, University of Illinois; M.S. in Applied Statistics, University of Illinois; M.S. in Industrial Engineering and Management, National Chiao Tung University, Taiwan; B.B.A. in Management Science, National Chiao Tung University, Taiwan.
Editorial Roles: Serves on editorial boards of The Journal of Educational Psychology and Contemporary Educational Psychology.
Key Achievements: Recognized for contributions in educational psychology, including research on argumentative writing, impact of COVID-19 on gifted students, and blended learning strategies development.
【演講摘要】
Rooted in social constructivist theories, collaborative discussion has been known for its effectiveness in promoting deep learning. However, research in this field seldom considers non-cognitive impacts that students may as well experience when coming together to reason about complex, ambiguous issues. My decade-long program of research reveals that, when a collaborative discussion is purposefully and meaningfully designed, it can function as a social engine to interweave cognitive and non-cognitive processes that lead to multifaceted development. In this presentation, I will illustrate how my research team designed, tailored, and implemented collaborative discussions in upper elementary and middle classrooms to promote students’ critical-analytic, social-emotional, and civic development. The mechanisms of learning underlying collaborative discussions and practical implications will be discussed.
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